When I first started flipping I had students watch videos at home and then I would go through more examples in the classroom the next day. I would also want to hold my students accountable for watching the videos so I would check in their notes or have them complete a google form about the video with a few short questions. This method was okay. I found it to be a step in the right direction, but felt that I could be doing more with this concept. I just did not know how.

Then comes an ICE/Flipped Learning Network conference the summer of 2012. My co-worker and I attended this workshop and as I sat there in the opening session, participating in a Today’s Meet, I found myself listening to a teacher from Downers Grove North High School. Brian Gervase (@bdgervase) was talking about how he flips to the Mastery level in his Pre-Calculus class. I was intrigued and motivated to use this new way of thinking. I also went to his individual session and learned so much about this self-paced learning method for flipping! This idea of making a unit where the students could do everything in school and work at their own pace, all while getting one on one help when needed because all the other students are working on something. When I first tried it, I must say I knew more about my students and what they knew and what they struggled with than ever before.

A few things you should know:

– I do not do this for every lesson right now. I pick and choose which units work best for flipping.

– Even if I don’t use it – I plan on still using Blendspace to put all aspects of the unit so if I ever want to or if someone is absent they still have all the resources.

– Start with a unit you are comfortable with and complete the whole unit before you teach it. This way you will give your undivided attention during the unit to the students and work with them to complete each task.

– It is EXTREMELY important to check in with every student every day.

– I also plan on using some time during a unit to work with small groups. I would use this to pose a question that will require them to talk through the problem. I will be there to listen, not guide. I will push students during these times to work with their group and really push beyond their basic understandings of a concept.

I would love to help anyone work through this concept if they are considering this idea and I am open to new ideas!

Take a look at my earlier posts on Bivariate Data to see how I structured my first Mastery Flipped Unit!

July 9 – Pets?: I do not have any pets. First, if I had cats I would have hives. Cats and kittens look adorable, but if I touch them or something they have been on – I will scratch my eyes out and end up with hives. I had a dog when I was little, but my mom has asthma so no other pets besides fish! My husband grew up with dogs, but after seeing what his parents go through to find someone to watch them when they need/want to go somewhere – we decided it was not for us right now. If I was to get a dog, I would want some sort of cocker spaniel…they are soo cute…see…

For the Bivariate Unit – we did a pre and post Discovery Ed Probe. They were the same questions so that we could compare their growth. In other units, we have used Mars Tasks to see what they know. Now that we use SBG, we (Colleen H and I) we will sometimes put a couple questions on the weekly quiz to see what they know already. Always developing and changing though and always open to new ideas!

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This is me!

I taught for 7 years as a 7th and 8th grade math teacher in Berwyn, IL! That district is 1:1 and high needs. I also taught 5th and 7th grade math teacher at Pleasantdale Middle School in Burr Ridge, IL. I am currently the Innovative Teaching Coach in Pleasantdale School District where I work with the staff at the Elementary and Middle school to transform units with the help of technology.